Key Concepts

• Biomass represents stored chemical energy initially from solar energy
• The energy in Biomass can support life
• The energy in Biomass can be used as a fuel source; e.g. burning
• The energy in Biomass can be converted to a variety of fuel types; e.g. solid or gas, or liquids

Student Misconceptions

• Compost attracts mice and is stinky! Only compost done wrong smells, or attracts vermin. To do it right, just keep dairy products and meats out of your compost.
• Make sure your students know that any organic material can be composted. From viewing this episode they may develop the notion that manure is needed for a compost pile.

Student Prior Knowledge

Carbohydrates, the process of photosynthesis, digestion, nitrogen (nutrients)

Assessment Strategies

Here are a number of strategies and activities you might use to help uncover student misconceptions, the level of student learning and areas students might need further instruction. Note: Down and Dirty Science episodes “Gas from Biomass: from Poop to Power” and “Cooking with Compost” complement each other: One deals with anaerobic digestions of manure and the other deals with aerobic digestion of manure. It is recommended that students view both episodes. The pre- and post-assessment strategies suggested below are to be used after students view both episodes: “Gas from Biomass” and “Cooking with Compost”.

Pre-Assessment

Pre-Assessment and Embedded Assessment Activity

Give One, Get One Instructions

Give One, Get One is a strategy to help students look for details.  The tables are passed out to the students before the video is shown.  As the students watch the video, they need to fill in three boxes with information from the video.  At the conclusion of the video, the students get up from their seats and fill in the remaining boxes with information that has not yet been recorded on the table.  Each classmate may add only one fact to another classmate’s table, but may add facts to as many tables as they wish.  At the conclusion of the activity, the students should have a good collection of the facts found in the video.

Give One, Get One Worksheet

This pre-assessment and post-assessment strategy is used after students have viewed Down and Dirty Science episodes “Gas from Biomass: From Poop to Power” and “Cooking with Compost”.
Students use the Give One, Get One tables they completed for both Down and Dirty Science episodes and complete a Compare & Contrast Chart. Below there is a link to the Venn Diagram Chart students can use for this assessment.

Venn Diagram Chart

Post- Assessment:

MULTIPLE CHOICE QUESTIONS

Three Truths and a Lie
Teachers are encouraged to add more questions to this post-assessment strategy. Three Truths and a Lie is an adaptation of the typical multiple-choice questions, which ask the student ‘which answer is NOT correct’.

1. Which of the following statements is a LIE?
1. Sunlight is the energy source that plants use to produce carbohydrates.
2. A plant can store energy in the form of chemical energy.
3. Burning a plant releases light energy and thermal energy.
4. Photosynthesis releases the light energy from a plant.
2. Which o the following statements is a LIE?
1. A compost pile produces high amounts of methane.
2. A compost pile needs a source of carbohydrates, such as sawdust.
3. A hot compost pile needs a source of nitrogen, such as manure.
4. A compost pile needs a supply of water.
3. Which of the following statements is a LIE?
1. A compost pile can be used to cook food.
2. The high temperatures in a compost pile will kill the bacteria in the pile.
3. Too much water in a compost pile will slow down composition.
4. A compost pile needs a source of oxygen.

ANSWERS: 1D, 2A, 3B

Origami Answer Sheet for Students

Standards

Benchmarks - Grade Level Indicators Addressed in Video and Related Activities:

Grade 7 Earth and Space Science Standard: Earth Science

Benchmark C

Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

Grade Level Indicator 2

2. Explain that Earth’s capacity to absorb and recycle materials naturally can change the environmental quality depending on the length of time involved.

Grade 7 Mathematics Standards: Patterns, functions and Algebra

Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students analyze, model and solve problems using various representations such as tables, graphs and equations.

Benchmark F

Use representations, such as tables, graphs and equations, to model situations and to solve problems, especially those that involve linear relationships.

Grade Level Indicators 1

1. Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable expressions.

Grade 7 Mathematics Standards: Data Analysis and Probability

Students pose questions and collect, organize, represent, interpret and analyze data to answer those questions. Students develop and evaluate inferences, predictions and arguments that are based on data.

Benchmark E

Collect, organize, display and interpret data for a specific purpose or need.

Grade Level Indicators 4 and 5

4. Construct opposing arguments based on analysis of the same data, using different graphical representations.

5. Compare data from two or more samples to determine how sample selection and influence results.

Science and Mathematics Standards

Addressed through Suggested Teacher Interaction with Students

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways.

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence, is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

Mathematical Processes

Students use mathematical processes and knowledge to solve problems. Students apply problem-solving and decision-making techniques, and communicate mathematical ideas.